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TEACHING CORE CONTENT VOCABULARY WITH AND WITHOUT PICTURES TO STUDENTS WITH MODERATE AND SEVERE DISABILITIES

This study provided an examination of a comparison of the acquisition of skills between two different instructional conditions in teaching reading of vocabulary to high school students with moderate and severe disabilities. A comparison of the acquisition between the use of words with pictures and words alone was completed. An adapted alternating treatment design replicated across 4 participants was used to evaluate the differences in efficiency and effectiveness between the two instructional strategies (words with pictures and words alone). Results indicate both strategies were effective.

Identiferoai:union.ndltd.org:uky.edu/oai:uknowledge.uky.edu:edsrc_etds-1011
Date01 January 2014
CreatorsRoland, Barbara A
PublisherUKnowledge
Source SetsUniversity of Kentucky
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceTheses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling

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